BA / MAT 4+1 Program

 

Course:

MAT ED151  Pedagogy and Practice in Civic Engagement

Professor:

Mary Leonard and Michael Murray  

CRN:

90513

Schedule:

 Tue      5:40 PM - 7:00 PM Olin 305

Distributional Area:

 

Class cap:

15

Credits:

2

This course is designed for Bard undergraduates who are working in one of the               college’s many educational outreach programs and who are committed to the idea of civic engagement. Guided by readings in education, we will consider the inter-personal, cultural, social and ethical issues that arise in the context of civic engagement in schools.  In particular, we will consider:

·         What are our personal and professional aspirations as tutors, mentors and leaders?

·         What systemic or other changes might we like to see in our civic engagement and how might we best go about making or     advocating for them?

·         How can we improve our own communication skills so that we become better and more skillful listeners and responders?

·         What are the potential challenges we may face in supporting someone’s learning?

Throughout this course we will emphasize writing as a means of engaging with content, and we will workshop and critique problems that you may experience and encounter in your outreach work. It will include two “days of writing” in local high schools (dates TBD), when course participants will lead writing workshops for high school students. The course is required of all junior-year MAT 4+1 students and is recommended for tutors and mentors in TLS education programs. It will be graded pass/fail and carries two credits (non-distributional).

 

Course:

MAT ED521 A  Science and the Young Learner

Professor:

Mary Krembs and Rebeca Patsey  

CRN:

90531

Schedule:

 Mon      6:30 PM – 9:30 PM Reem Kayden Center 114/115

Distributional Area:

 

Class cap:

16

Credits:

2

What does it mean for a student to be scientifically literate in the 21st century? What are the best ways to engage students in authentic scientific inquiry? What are the barriers to wider representation in the sciences, and how can education help overcome them? These will be some of the fundamental questions of this course. Students will read important works on science inquiry, engagement and literacy and work to fully understand all elements of the design, preparation and teaching of scientific inquiry by focusing on the specifics labs for the 2022 Citizen Science Research and Water Quality strands.  This course is required for Citizen Science Laboratory Teaching Fellows.  Non-Fellows will be considered at the discretion of the instructor.  It will be graded pass/fail and carry two credits (non-distributional).

 

Course:

MAT ED521 B  Science and the Young Learner

Professor:

Scott Kellogg

CRN:

90532

Schedule:

 Mon      6:30 PM – 9:30 PM Reem Kayden Center 102

Distributional Area:

 

Class cap:

16

Credits:

2

What does it mean for a student to be scientifically literate in the 21st century? What are the best ways to engage students in authentic scientific inquiry? What are the barriers to wider representation in the sciences, and how can education help overcome them? These will be some of the fundamental questions of this course. Students will read important works on science inquiry, engagement and literacy and work to fully understand all elements of the design, preparation and teaching of scientific inquiry by focusing on the activities that will be taught to the visiting middle school students during Citizen Science.  This course is required for Citizen Science 2022 CCE Fellows.  Non-Fellows will be considered at the discretion of the instructor.  It will be graded pass/fail and carry two credits (non-distributional).

 

Course:

HIST 2210  Africans, Empire, and the Great War

Professor:

Wendy Urban-Mead  

CRN:

90167

Schedule:

 Tue      5:40 PM - 8:00 PM Olin 303

Distributional Area:

HA Historical Analysis

D+J Difference and Justice

Class cap:

8

Credits:

4

Cross-listed:  Africana Studies

What made the First World War a "world" war? Many factors contributed to the conflict's designation as a world war, but the significant role of Africa, Africans, and members of the African Diaspora in the war is not least among them. Some Africans and members of the African diaspora signed up in response to a call for volunteers, others were ruthlessly coerced, and many more became involved for reasons that fell somewhere in the uncertain middle ground between coercion and willing participation. African-Americans, and African subjects under French, German, and British colonial rule in Africa and the Caribbean were drawn into the war's vortex. Following DuBois' prescient observation that "[t]he problem of the twentieth century is the problem of the color-line," this course visits the Great War with an eye to unpacking the experiences, choices, and impacts of Africans and members of the African diaspora in the context of both empire and white supremacy. Gender - in conversation with questions regarding masculinity, warfare, and race - will be a vital course theme. Working from a wide range of primary materials and selected theoretical and secondary works, students will have the opportunity both to form questions in response to what they find in the readings, and explore possible answers, using the skills of the historian. This course is part of the Racial Justice Initiative, an interdisciplinary collaboration among students and faculty to further the understanding of racial inequality and injustice in the United States and beyond.

This course is cross-listed with the MAT program.

 

Course:

LIT 3048  Extraordinary Bodies: Disability in American Literature and Culture

Professor:

Jaime Alves  

CRN:

90280

Schedule:

 Tue      6:00 PM - 9:00 PM Reem Kayden Center 101

Distributional Area:

LA Literary Analysis in English

D+J Difference and Justice

Class cap:

10

Credits:

4

Cross-listed:  Human Rights

In this course, we will examine U.S. fiction, non-fiction, poetry, drama, and memoir to understand how writers of the 19th, 20th, and 21st centuries represent the "normal" body, as well as a constellation of bodies presented as extraordinary: bodies that differ from the average at birth or as transformed by illness or war; bodies paraded as "freaks"; bodies that don't fit into established categories. We begin in the early nineteenth century, when popular Enlightenment ideology suggested Americans could control their own destinies, making and remaking their characters, and even their bodies, at will. What ideas emerged here about the kind of self one should make, and the kinds of bodies that should be discarded? How were those ideas proffered in and shaped by literary imaginings? How have they persisted and changed over time, especially in relation to ideas about American identity? Our reading list takes us into the present day, and includes an introduction to the major questions and scholarly perspectives under debate at the intersection of Disability Studies and the study of literature. This course is cross-listed with the MAT program for 4+1 students in literature.